Instrument

ROKHAENI ROSPA
CLASS B
ASSESSMENT ASSISGNMENT
MATA PELAJARAN : BAHASA INGGRIS

KELAS/ SEMESTER : XI/ GENAP
MATERI : EXPLANATION TEXT
KISI-KISI PENILAIAN OBYEKTIF
KISI-KISI SOAL PILIHAN GANDA

Kompetensi Dasar IPK Materi Indikator Soal Level No. Soal
Pembelajaran Kognitif
3.8 membedakan fungsi 3.8.1 Mengidentifikasi Teks Disajikan teks Explanation C2 1
sosial, struktur teks, dan unsur tujuan komunikasi, Explanation terkait proses terjadinya
kebahasaan beberapa teks struktur teks, dan unsur Tsunami, peserta didik dapat
explanation lisan dan tulis kebahasaan beberapa menentukan jenis teks yang
dengan memberi dan meminta bentuk teks explanation disajikan.
informasi terkait lisan dan tulis terkait
gejala alam atau sosial sesuai gejala alam/sosial
dengan konteks Disajikan sebuah teks C2 2
3.8.2 Menjelaskan isi teks
penggunaannya. Explanation terkait proses
lisan/ tulis teks
terjadinya Tsunami, peserta
explanation lisan/tertulis
didik dapat menentukan tujuan
4.8 menangkap makna secara dengan memperhatikan
komunikasi dari teks
kontekstual terkait fungsi tujuan komunikasi,
sosial, struktur teks, dan unsur struktur teks, dan unsur
kebahasaan teks explanation kebahasaan yang benar Disajikan sebuah teks
C3 3
lisan dan tulis terkait peristiwa Explanation terkait proses
alam/gejala sosial terjadinya Tsunami, peserta
didik dapat menyimpulkan
gambaran umum dari teks.
Disajikan sebuah teks
Explanation terkait proses C2 4
didik dapat mengidentifikasi
penyebab-penyebab terjadinya
tsunami berdasarkan teks

didik dapat mengidentifikasi
lokasi terjadinya tsunami
berdasarkan teks tersebut

C4 6
Explanation, terkait proses
didik dapat menentukan
pandangan penulis terkait
fenomena alam tersebut.
Disajikan sebuah kalimat,

peserta didik dapat menemukan C3 7
rujukan kata yang terdapat
dalam kalimat tersebut.
Disajikan sebuah teks C3 8
Explanation terkait proses
didik dapat menyimpulkan
gambaran umum paragraph
pada teks tersebut

didik dapat menentukan struktur
teks yang dimaksud

Explanation, peserta didik dapat
menentukan jenis tenses yang
digunakan dalam teks
How Tsunami Occurs
A tsunami is a large ocean wave that is caused by sudden motion on the ocean floor. This sudden
motion could be an earthquake, a powerful volcanic eruption, or an underwater landslide or - very rarely - a
large meteorite strike. A tsunami sends surges of water, sometimes reaching heights of over 100 feet (30.5
meters), onto land. Tsunamis travel across the open ocean at great speeds and build into large deadly waves
in the shallow water of a shoreline.These walls of water can cause widespread destruction when they crash
ashore.
Most earthquakes that generate tsunamis occur in areas called subduction zones, where pieces of the
Earth's crust press against each other. Subduction means that one tectonic plate slides beneath another and
sinks deep into the Earth's mantle. The friction between the subducting plate and the overriding plate is
enormous. This friction prevents a slow and steady rate of subduction and instead the two plates become
"stuck." The friction between two slow-moving plates of the Earth's crust creates vast amounts of seismic
energy which is released in the form of an earthquake.
As the stuck plate continues to descend into the mantle, the motion causes a slow distortion of the
overriding plate. The result is an accumulation of energy very similar to the energy stored in a compressed
spring. Energy can accumulate in the overriding plate over a long period of time - decades or even centuries.
Energy accumulates in the overriding plate until it exceeds the frictional forces between the two
stuck plates. When this happens, the overriding plate snaps back into an unrestrained position. This sudden
motion is the cause of the tsunami - because it gives an enormous shove to the overlying water. At the same
time, inland areas of the overriding plate are suddenly lowered.
The moving wave begins travelling out from where the earthquake has occurred. Some of the
water travels out and across the ocean basin, and at the same time, water rushes landward to flood the
recently lowered shoreline. Tsunamis generated in the open ocean appear to be only small waves, but they
can grow rapidly in size as they reach shallow water before crashing into seacoast settlements.
https://www.voanews.com/a/what-causes-a-tsunami-117813908/167170.html
https://www.nationalgeographic.com/environment/natural-disasters/tsunamis/
There are 10 items in this part. Each correct answer will deserve 1 mark. Read the text carefully and
choose only one correct answer from the options provided.
1. What kind of text is “How Tsunami occurs?

a. explanation text d. recount text
b. descriptive text e. analytical exposition text
c. report text
2. Why did the author write such text?

a. to warn people about the danger of tsunami d. to inform readers how to prevent tsunami
b. to describe different types of tsunami e. to tell readers the impact of tsunami
c. to explain readers how the tsunami occurs
3. The text mainly discuss about ….

a. the destructive effect of tsunami d. the location where tsunami occurs
b. the process of how tsunami happens e. the danger of tsunami
c. the definition of tsunami
4. The following motions are the causes of tsunamis, except …
a. underwater earthquakes d. hurricane
b. volcanoes eruptions e. meteorite strike
c. underwater landslide
5. Where do tsunamis mostly occur?

a. in the subductive zone d. on the tectonic plates
b. in the Earth’s mantle e. on the open oceans
c. on the ocean floor
6. What does the writer think about tsunamis?

a. they are helpful d. they are safe
b. they are destructive e. they are harmless
c. they are beneficial
7. …. because it gives an enormous shove to the overlying water (paragraph 4, line 3).
The underlined word refers to ......
a. the energy d. the friction
b. the overriding plates e. the sudden motion
c. the stuck plate
8. What does paragraph 2 tell us about ?

a. the location where tsunami mostly occurs d. the definition of tsunami
b. the causes of tsunami e. the process of tsunami
c. the danger of tsunami
9. What is paragraph 1 called?

a. a sequenced of series d. general statements
b. record of events e. newsworthy events
c. background events
10. What tenses are mostly used in the text ?

a. past tense d. present continuous tense
b. future tense e. past perfect tense
c. simple present tense
KISI-KISI SOAL URAIAN SINGKAT DAN ESSAI

3.8 membedakan fungsi 3.8.1 Mengidentifikasi tujuan Teks Disajikan teks Explanation C2 1
sosial, struktur teks, dan unsur komunikasi, struktur teks, Explanation terkait proses terbentuknya
kebahasaan beberapa teks dan unsur kebahasaan batubara (coal formation),
explanation lisan dan tulis beberapa bentuk teks peserta didik dapat
dengan memberi dan meminta explanation lisan dan tulis menentukan jenis teks yang
informasi terkait terkait gejala alam/sosial disajikan.
gejala alam atau sosial sesuai 3.8.2 Menjelaskan isi teks lisan/
dengan konteks tulis teks explanation
penggunaannya. lisan/tertulis dengan Disajikan sebuah teks C2 2
memperhatikan tujuan Explanation terkait proses
komunikasi, struktur teks, terbentuknya batubara (coal
4.8 menangkap makna secara
dan unsur kebahasaan yang formation), peserta didik
kontekstual terkait fungsi
benar dapat menentukan tujuan
sosial, struktur teks, dan unsur
komunikasi dari teks
kebahasaan teks explanation 3.8.3menjelaskan proses
lisan dan tulis terkait peristiwa terjadinya gejala alam/
alam/gejala sosial sosial dengan Disajikan sebuah teks C3 3
memperhatikan tujuan Explanation terkait proses
komunikasi, struktur teks, terbentuknya batubara (coal
dan unsur kebahasaan yang formation), peserta didik
benar dapat menentukan struktur
dari teks.
3.8.4 membedakan fungsi
sosial, struktur teks, dan
unsur kebahasaan beberapa
teks explanation lisan/ tulis C3 4
4.8.1 menentukan gambaran
terbentuknya batubara (coal
umum dari teks
formation), peserta didik
explanation lisan/ tulis
dapat menentukan jenis
terkait gelaja alam/ sosial
tenses yang digunakan dalam
4.8.2 menemukan informasi rinci
teks
/khusus dari teks
explanation lisan/tulis C1 5
terkait peristiwa alam/
gejala sosial.
4.8.3. menangkap makna secara
sosial, struktur teks, dan
dapat menyebutkan definisi
unsur kebahasaan teks
dari batubara
explanation
6
C2
dapat menyebutkan lokasi
terbentukmya batubara
C3 7
dapat menyebutkan proses
terjadinya batubara
Explanation , terkait proses
formation) peserta didik dapat
mengidentifikasi tahapan-
tahapan dalam proses
pembentukan batubara

dapat menjelaskan proses
terjadinya batubara

dapat menyimpulkan proses
terbentuknya batubara

C3 3
dapat menjelaskan
pentingnya peran batubara

dapat menjelaskan manfaat
batubara bagi kehidupan
C3 5
dapat merangkum secara
singkat proses terjadinya
batubara
How Coal was Formed
Coal is a rock formed from the decomposition of plant life. It is primarily composed of carbon, with
many other trace elements. Coal's high energy density and tensive reserves found in nature make it useful as
a fuel for electricity generation in coal-fired power plants, and in some places, heating. The process that
creates coal varies slightly in different areas depending on the plants and conditions that are present, but the
overall process is similar.
There are two main phases in coal formation: peatification and coalification. Bacterial activity is the
main process that creates the peat during peatification. Increasing temperature and pressure from burial are
the main factors in coalification.
The formation of coal begins in areas of swampy wetlands where groundwater is near or slightly

above the topsoil. As plants and trees died, their remains sank to the bottom of the swampy areas, making
layers and layers of plant material and eventually forming a soggy, thick material called peat. Over long
periods of time, the makeup of the earth's surface kept changing for many reasons. Seas and great rivers
caused sand, clay and other minerals to land on top of the peat, burying it further and further into the
ground.
Sandstone and other rocks called sedimentary rocks were formed, and the pressure caused by their
weight squeezed water from the peat just like your hand might press on a wet sponge and force the water
outMore and more earth and dirt covered on top of this layer. Subsequently, this layer was built up by rocks
and dirt, and so the energy of the dead plants lived underneath. As the pressure and the heat grew over time,
the layer of dead plants turned into coal.
Part A: Short Answer Questions
In this part you have to answer 10 different questions. Please read the questions carefully before answering
the questions.
1. What kind of text is “How was coal formed?

2. What is the purpose of the text ?
3. What is the generic structure of text?
4. What tenses are used in the text ? Please give evidence ?
5. What do you know about coal ?
6. Where can coal be found?
7. How long did it take to form coal?
8. What stages are involved in coal formation? Please mention!
Part B: Essay
In this part you have to answer 5 different questions. Please read the questions carefully before answering
the questions.
1. How coal was formed ?

2. Is it a man-made process or natural process? Please explain !
3. Why coal is important for today’society?.
4. Can you mention what coal is used for?
5. In your own words, briefly explain the stages involves in coal formation!
KISI-KISI SOAL ISIAN (COMPLETION)

3.8 membedakan fungsi 3.8.4. Menggunakan kalimat Teks Disajikan teks Explanation C3/C4 1- 8
sosial, struktur teks, dan unsur passive (passive voice) yang Explanation tidak utuh (rumpang) terkait
kebahasaan beberapa teks benar dan sesuai konteks proses pembuatan cokelat
explanation lisan dan tulis kegunaannya. (chocolate making), peserta
dengan memberi dan meminta didik dapat melengkapi teks
informasi terkait dengan menggunakan kata
gejala alam atau sosial sesuai kerja pasif (passive voice)
dengan konteks yang sesuai.
penggunaannya.

kebahasaan teks explanation
lisan dan tulis terkait peristiwa
alam/gejala sosial
The following text explains the process of making the chocolate. Complete the paragraph by using verbs in
the box in their correct form. Number one has been done for you !
1. lay 2. produce 3. roast 4. crush 5. separate
6. press 7. place 8. grown 9. harvest 10. lay 11. remove
10. lay
The diagrams show the process by which chocolate is made There are a total of ten stages in the
process beginning with the growing of the pods on the cacao trees and culminating in the production of the
chocolate.
To begin, the cocoa comes from the cacao tree, which 1._______ in the South American and African
continents and the country of Indonesia. Once the pods are ripe and red, they 2.______ and the white cocoa
beans 3._______.
Following a period of fermentation, then they 4.______ out on a large tray so they can dry under the
sun. Next, they 5._______ into large sacks and delivered to the factory. They then 6. ________ at a
temperature of 350 degrees, after which the beans 7. _______ and 8. ______ from their outer shell. In the
final stage, this inner part that is left 9.______ and the chocolate 10. _______.
https://www.ieltsbuddy.com/task-1-process.html
KISI-KISI PENILAIAN PENUGASAN

3.8 membedakan fungsi 3.8.5 membedakan fungsi Teks Disajikan dua teks C5
sosial, struktur teks, dan unsur sosial, struktur teks, dan Explanation Explanation terkait gejala
kebahasaan beberapa teks unsur kebahasaan alam dan fenomena sosial,
peserta didik dapat
explanation lisan dan tulis beberapa teks explanation
menemukan perbedaan dan
dengan memberi dan meminta lisan/ tulis persamaan pada dua teks
informasi terkait tersebut dari segi fungsi
gejala alam atau sosial sesuai sosial, struktur teks dan unsur
dengan konteks kebahasaan
penggunaannya.

alam/gejala sosial
Text 1
How Tsunami Happens
A tsunami is a large ocean wave that is caused by sudden motion on the ocean floor. This sudden motion
could be an earthquake, a powerful volcanic eruption, or an underwater landslide. The impact of a
large meteorite could also cause a tsunami. Tsunamis travel across the open ocean at great speeds and build into large
deadly waves in the shallow water of a shoreline.
Most tsunamis are caused by earthquakes generated in a subduction zone, an area where an oceanic plate is
being forced down into the mantle by plate tectonic forces. The friction between the subducting plate and the
overriding plate is enormous. This friction prevents a slow and steady rate of subduction and instead the two plates
become "stuck."
As the stuck plate continues to descend into the mantle, the motion causes a slow distortion of the overriding
plate. The result is an accumulation of energy very similar to the energy stored in a compressed spring. Energy can
accumulate in the overriding plate over a long period of time - decades or even centuries.
Energy accumulates in the overriding plate until it exceeds the frictional forces between the two stuck plates.
When this happens, the overriding plate snaps back into an unrestrained position. This sudden motion is the cause of
the tsunami - because it gives an enormous shove to the overlying water. At the same time, inland areas of the
overriding plate are suddenly lowered.
The moving wave begins travelling out from where the earthquake has occurred. Some of the water
travels out and across the ocean basin, and at the same time, water rushes landward to flood the recently lowered
shoreline.
Text 2
The Process of Making Chocolate
The diagrams show the process by which chocolate was formed. There are a total of ten stages in the process
beginning with the growing of the pods on the cacao trees and culminating in the production of the chocolate.
To begin, the cocoa comes from the cacao tree, which is grown in the South American and African continents
and the country of Indonesia. Once the pods are ripe and red, they are harvested and the white cocoa beans 3are
removed.
Following a period of fermentation, then they are laid out on a large tray so they can dry under the sun. Next,
they are placed into large sacks and delivered to the factory. Then , they are roasted at a temperature of 350 degrees,
after which the beans are crushed and separated from their outer shell. In the final stage, this inner part that is left is
pressed and the chocolate is produced.
Read Text 1 (How Tusnami happens) and Text 2 (How chocolate is made) carefully. Find the similarities
and differences betwen text 1 and text 2 by completing the table. Explain in what way are they similar or
different !
Similarities Differences Differences

Text 1 & Text 2 Text 1 Text 2
- Social Function: - Specific Purpose: - Specific Purpose:
................. .....................
..................
- Generic structure: Function of the part of the text: Function of the part of the text:
- General statements: - General statements:
................ ................ ................
- Language features: - A Sequenced process: - A Sequenced process:
................... ............
..............
KISI-KISI SOAL MENCOCOKAN (MATCHING)

3.8 membedakan fungsi 3.8.3 menjelaskan proses Teks Disajikan potongan-potongan C6 1- 5
sosial, struktur teks, dan unsur terjadinya gejala alam/sosial Explanation gambar terkait proses
kebahasaan beberapa teks dengan memperhatikan terjadinya Tsunami beserta
explanation lisan dan tulis tujuan komunikasi, struktur penjelasannya, peserta didik
dengan memberi dan meminta teks, dan unsur kebahasaan dapat mencocokan gambar
informasi terkait yang benar dengan deskripsi yang sesuai
gejala alam atau sosial sesuai sehingga membentuk teks
4.8.4 menyusun teks explanation
dengan konteks explanation yang utuh dan
singkat tertulis terkait gejala
penggunaannya. bermakna.
alam/sosial dengan
memperhatikan tujuan
4.8 menangkap makna secara komunikasi, struktur teks,
kontekstual terkait fungsi dan unsur kebahasaan yang
sosial, struktur teks, dan unsur benar dan sesuai konteks.
alam/gejala sosial
Below is the pictures explaining the process of how Tsunami occurs. Match the pictures with their description
in order to make a meaningful text of how tsunami happens. Put your answer in the table provided !
Description Pictures
Description A
The moving wave begins travelling out

from where the earthquake has occurred. Some
of the water travels out and across the ocean
basin, and at the same time, water rushes
landward to flood the recently lowered
shoreline.
Picture 1
Description B Picture 2
A tsunami is a large ocean wave that is

caused by sudden motion on the ocean floor.
This sudden motion could be an earthquake, a
powerful volcanic eruption, or an
underwater landslide. The impact of a
large meteorite could also cause a tsunami.
Tsunamis travel across the open ocean at great
speeds and build into large deadly waves in the
shallow water of a shoreline
Description C Picture 3
Most tsunamis are caused by earthquakes

generated in a subduction zone, an area where
an oceanic plate is being forced down into the
mantle by plate tectonic forces. The friction
between the subducting plate and the overriding
plate is enormous. This friction prevents a slow
and steady rate of subduction and instead the
two plates become "stuck."
Description D Picture 4
As the stuck plate continues to

descend into the mantle, the motion causes a
slow distortion of the overriding plate. The
result is an accumulation of energy very
similar to the energy stored in a compressed
spring. Energy can accumulate in the
overriding plate over a long period of time -
decades or even centuries
Description E Picture 5
Energy accumulates in the

overriding plate until it exceeds the
frictional forces between the two stuck
plates. When this happens, the overriding
plate snaps back into an unrestrained
position. This sudden motion is the cause of
the tsunami - because it gives an enormous
shove to the overlying water. At the same
time, inland areas of the overriding plate are
suddenly lowered.
Source: http://www.oregongeology.org/tsuclearinghouse/faq-tsunami.htm
Paragraph 1
Paragraph 2
Paragraph 3
Paragraph 4
Paragraph 5
KISI-KISI SOAL BENAR-SALAH (TRUE FALSE)

3.8 membedakan fungsi 4.8.1 menentukan gambaran Teks Disajikan pernyataan- C4 1- 10
sosial, struktur teks, dan unsur umum dari teks Explanation pernyatan terkait teks
kebahasaan beberapa teks explanation lisan/tulis explanation, peserta didik
explanation lisan dan tulis terkait gelaja alam/ sosial dapat menentukan apakah
dengan memberi dan meminta pernyataan tersebut benar
informasi terkait atau salah.
gejala alam atau sosial sesuai
dengan konteks
penggunaannya.

alam/gejala sosial
Based on your understanding about explanation text, state whether the following statements about
explanation texts are TRUE or FALSE. Put in the box provided when you think the statements are TRUE,
or FALSE.
STATEMENTS TRUE FALSE
1 Explanations answer the questions on ‘how’ something works or

‘why’ something happens.  
2 An example of natural explanation text would have a title like ‘How

honey is produced.  
3 An example of mechanical explanation text would be a short text

titled ‘How to make iced coffee.  
4 An explanation text begins with a sequence of explanation that

introduces the phenomenon to discuss in the text.  
5 The first paragraph has a general statement that introduces or

identifies the scientific or technical phenomenon.  
6 The body of an explanation text consists of a series of sequenced

statements about the process explained.  
7 ‘Past tense” is used to describe actions involved in the process.  
8 Connectives such as first, then, after, finally, so, as a consequence

are used to show cause and effect relationship in explanations  
9 The use of passive voice is optional in explanations.  
10 Graphic organizers (GO) such as tables, charts and diagrams are

commonly used in explanations as decorations.  
RUBRIK PENILAIAN
Multiple Choice Questions
No Kriteria Skor
Jawaban benar 10
1,2,3,4,5,6,7,8,9 dan 10.
Jawaban salah/ Tidak menjawab 0
Total skor 100
Nilai Siswa = Jumlah perolehan skor

x100 %
Jumlah skor maksimal
Short Answer Questions
JAWABAN Kriteria SKOR

1. It is a kind of explanation text Jawaban tepat 3
2. The purpose of the text is to explain the process of coal Jawaban kurang tepat 2
formation Jawaban tidak tepat 1
3. The structure of text is giving the general identification Tidak menjawab 0
(paragraph 1) followed with a sequence of explanations
(paragraph 2-3)
4. The text applies present tenses.
5. Coal is a rock formed from the decomposition of plant
life. It is primarily composed of carbon, with many
other trace elements.
6. Coal can be found hundreds feet beneath the Earth’s
surface.
7. It took million years to form coal.
8. There are two stages involved in coal formation
namely peatification and coalification.
Total Skor 24

x100 %
URAIAN (ESSAY)
JAWABAN Kreteria SKOR
1. The coal formation begins at the peatification stage, a stage Jawaban tepat 3
which dead plants and trees and eventually forming a soggy, Jawaban kurang 2
thick material called peat. Over the years, the peat formed a tepat
layer, which became deeper and deeper. As the pressure and the Jawaban tidak tepat 1
heat grew over time, the layer of dead plants turned into coal. Tidak menjawab 0
2. The process of how coal was formed belongs to natural process
since it does not require human intervention.
3. Coal is important since it has many beneficial use worldwide. It
is also considered as a good source of energy which is economic
and advantageous.
4. Coal is useful for electricity generation, steel production, cement
production, carbon fibre, and as a liquid fuel.
5. Answer may vary.
Total Skor 15

x100 %
ISIAN (SENTENCE COMPLETION)
No Kriteria Skor
10
1,2,3,4,5,6,7,8,9 dan 10. Jawaban benar
Total skor 100

x100 %
MENCOCOKAN (MATCHING)
Kriteria Skor
Susunan gambar sesuai dengan deskripsinya 10
Susunan gambar tidak sesuai dengan deskripsinya 0

Paragraf disusun secara dengan urutan yang benar dan logis 10
Paragraf tidak disusun dengan urutan yang benar dan logis 0
Total skor 100

x100 %
BENAR SALAH (TRUE FALSE)
No Kriteria Skor
Jawaban benar 10
1,2,3,4,5,6,7,8,9 dan 10.
Total skor 100

x100 %
PENUGASAN
Kriteria Skor
4
- Deskripsi tentang persamaan teks benar dan tepat
3
- Deskripsi tentang persamaan teks kurang benar dan kurang tepat
2
- Deskripsi tentang persamaan teks tidak benar dan tidak tepat
1
- Deskripsi tentang persamaan teks salah
0
- Tidak menjawab
- Deskripsi tentang persamaan teks benar dan tepat 4

- Deskripsi tentang persamaan teks kurang benar dan kurang tepat 3
- Deskripsi tentang persamaan teks tidak benar dan tidak tepat 2
- Deskripsi tentang persamaan teks salah 1
- Tidak menjawab 0
- Deskripsi tentang persamaan teks benar dan tepat 4

- Deskripsi tentang persamaan teks kurang benar dan kurang tepat 3
- Deskripsi tentang persamaan teks tidak benar dan tidak tepat 2
- Deskripsi tentang persamaan teks salah 1
- Tidak menjawab 0
12
Total skor

x100 %
KISI-KISI PENILAIAN LISAN

3.8 membedakan fungsi 3.8.1 Mengidentifikasi tujuan Teks Disajikan beberapa daftar C3 1-10
sosial, struktur teks, dan unsur komunikasi, struktur Explanation pertanyaan terkait teks
kebahasaan beberapa teks teks, dan unsur Explanation, peserta didik dapat
explanation lisan dan tulis kebahasaan beberapa menguraikan jawaban mereka
dengan memberi dan meminta bentuk teks explanation secara lisan berdasarkan
informasi terkait lisan dan tulis terkait pertanyaan tersebut.
gejala alam atau sosial sesuai gejala alam/sosial
dengan konteks
penggunaannya.
4.8.1 menentukan gambaran
umum dari teks
4.8 menangkap makna secara explanation lisan/tulis
kontekstual terkait fungsi terkait gelaja alam/
sosial, struktur teks, dan unsur sosial
alam/gejala sosial
The following questions are related to explanation texts. The questions are designed to assess how
well you speak English. Be sure to speak clearly and say as much as you can in responding to each
question.
1. What do you know about explanation texts ?

2. What is the communicative purpose of explanation texts?
3. what is the generic structure of explanation texts?
4. What information can you give in general statements?
5. What kind of information should you provide in the body of explanations?
6. Explanation texts can be divided into two types. What are they?
7. Please give example of explanation texts that explain the why something happens and how
something works !
8. What tenses are mostly used in explanation texts? Please explain your answer!
9. What graphic organizer (GO) are commonly used in explanation texts?
10. What are the language features of explanation text ?
RUBRIK PENILAIAN TES LISAN:
No Kriteria Skor
Jawaban tepat 3
Jawaban kurang tepat 2

1,2,3,4,5,6,7,8,9 dan 10.
Jawaban tidak tepat 1
Tidak menjawab 0
Total skor 30

x100 %
KISI-KISI PENILAIAN PRODUK (STUDENTS’ WRITING)

Pembelajaran Psikomotor
3.8 membedakan fungsi 4.8.4 menyusun teks Teks Disajikan diagram terkait proses
sosial, struktur teks, dan unsur explanation singkat Explanation fotosintesis, peserta didik dapat P5
kebahasaan beberapa teks tertulis terkait gejala menyusun teks terkait proses
explanation lisan dan tulis alam/sosial dengan terjadinya fotosintesa
dengan memberi dan meminta memperhatikan tujuan berdasarkan diagram tersebut.
informasi terkait komunikasi, struktur
gejala alam atau sosial sesuai teks, dan unsur
dengan konteks kebahasaan yang benar
penggunaannya. dan sesuai konteks.

alam/gejala sosial
PENILAIAN PRODUK (STTUDENTS’ WRITING)
Below is the diagram explaining the process of photosynthesis. Write a short explanation text that explains
the detailed of photosynthesis process. Use the list of questions to help you construct your text.
1. What is the diagram about?

2. What do you know about photosynthesis?
3. Is it a man-made process or natural process?
4. Is it a cyclical (in a circle) or linear (one start point and one endpoint) process? Why or why not?
5. What stages are involved in the process?
6. Can you explain each stages?
7. Are there any materials that need to be added to the process?
8. What is produced in the photosyntesis process ?
9. Why is photosythesis process crucial?
Rubrik Penilaian Produk (Students’ Writing)
16-20 Tata bahasa tepat

10-15 Tata bahasa kurang tepat tetapi
Grammar 20 tidak mempengaruhi makna
<10 Tata bahasa kurang tepat dan
mempengaruhi makna
16-20 Pilihan kosa-kata tepat
10-15 Pilihan kosa-kata kurang tepat
Vocabulary 20 tetapi tidak mempengaruhi
makna
1 Accuracy <10 Pilihan kosakata kurang tepat
dan mempengaruhi makna
16-20 Penulisan secara umum tepat

10-15 Penulisan kurang tepat tetapi
Spelling 20 tidak mempengaruhi makna
<10 Penulisan kurang tepat dan
mempengaruhi makna
16-20 Hubungan antar gagasan jelas
10-15 Hubungan antar gagasan
kurang jelas tetapi tidak
menghilangkan makna
Coherency/Unit 20 <10 Hubungan antar gagasan tidak
y jelas dan menghilangkan
2 Content makna
16-20 Mengungkapkan makna dengan
jelas
10-15 Mengungkapkan makna tetapi
kurang jelas
Content 20 <10 Mengungkapkan makna secara
tidak jelas dan kehilangan
makna
KISI-KISI PENILAIAN PRAKTEK (STUDENTS’ PRESENTATION)

3.8 membedakan fungsi 4.8.4 menyusun teks Teks Disajikan diagram terkait proses
sosial, struktur teks, dan unsur explanation singkat Explanation fotosintesis, peserta didik dapat P3
kebahasaan beberapa teks tertulis terkait gejala menjelaskan secara lisan proses
explanation lisan dan tulis alam/sosial dengan terjadinya fotosintesa
dengan memberi dan meminta memperhatikan tujuan berdasarkan diagram tersebut.
informasi terkait komunikasi, struktur
gejala alam atau sosial sesuai teks, dan unsur
dengan konteks kebahasaan yang benar
penggunaannya. dan sesuai konteks.

alam/gejala sosial
PENILAIAN PRAKTEK (STUDENTS’ PRESENTATION)
Below is the diagram explaining the process of photosynthesis. Write a short explanation text that explains
the detailed of photosynthesis process. Next, present your work before the class.
RUBRIK PENILAIAN PRESENTASI
No 5 4 3 2 1
Aspects Excellent Good Fair Poor Very poor
.
Very smooth Smooth Normal speed Slow pace with The pace is very
with no pauses enough very with few pauses frequent pause slow with too
Fluency few pauses many pauses
Accuracy Excellent Very few Few mistakes in Several Very poor diction
grammar mistakes in grammar with mistakes in and grammar
(Complex grammar with very sufficient grammar with which lead to
noun phrase) enough variety vovcabulary but very limited misunderstanding
with various of vocabulary still vocabulary but (correctness 0%-
words used (correctness understandable still 40%)
(correctness 61%-80%) (correctness understandable
81%-100%) 41%-60%) (correctness
41%-60%)
Clarity Very clear Good Few mistakes in Several Many mistakes in
articulation pronunciation pronunciation mistakes in pronunciation
with good with very with pronunciation with unclear
pronunciation mistakes and inconsistent with articulation and
clear articulation but inconsistent difficult to
articulation still articulation understand
understandable which lead to
difficult
understanding
Intonation Correct Very few Few mistakes Several No difference of
intonation/tone mistakes in intonation/tone mistakes in intonation/tone
for the intonation/tone which interfere intonation/tone for the
words/phrasese for the the intended which lead to words/phrases/sen
ntences with words/phrases/ meaning misunderstandi tences which lead
lead to sentences with ng of the to
appropriate the lead to intended misunderstanding
intended appropriate the meaning of the intended
meaning intended meaning
meaning
Volume Speak very Speak loudly Only audience Speak softly Speak very softly
loudly that the that most of from the middle that only very that the audience
audience in the the audience in to the front row few the cannot hear
class can hear the class can can hear the audience can
hear voice hear clearly
Content The content of The content of The content of The content of The content of the
the the the presentation the presentation
presentation presentation contains presentation contains very
contains very contains sufficient contains little little information
complete complete information information (physical
information information (physical (physical description) about
(physical (physical description) description) the person being
description) description) about the person about the described and
about the about the being described person being does not meet the
person being person being and fairly meet described and purpose of the
described and described and the purpose of almost does function of the
meet the meet the the function of not meet the spoken text
purpose of the purpose of the the spoken text purpose of the
function of the function of the function of the
spoken text spoken text spoken text
KISI-KISI PENILAIAN PROYEK

3.8 membedakan fungsi 4.8.4 menyusun teks Teks Diberikan tugas kelompok
sosial, struktur teks, dan unsur explanation singkat Explanation terkait teks explanation tentang P5
kebahasaan beberapa teks tertulis terkait gejala gejala alam atau fenomena
sosial, peserta didik mampu :
explanation lisan dan tulis alam/sosial dengan
- memilih tema yang sesuai
dengan memberi dan meminta memperhatikan tujuan - menyusun teks
informasi terkait komunikasi, struktur explanation berdasarkan
gejala alam atau sosial sesuai teks, dan unsur tema yang dipilih
dengan konteks kebahasaan yang benar - melengkapi teks tersebut
penggunaannya. dan sesuai konteks. dengan gambar/ diagram/
flowcharts semenenarik
mungkin sebagai
4.8 menangkap makna secara informasi pendukung
kontekstual terkait fungsi - menampilkan hasil kerja
sosial, struktur teks, dan unsur mereka untuk dipajang di
kebahasaan teks explanation majalah dinding (mading)
sekolah.
alam/gejala sosial
PENILAIAN PROYEK:
Instructions:
General instructions:
 You are going to conduct a group project of constructing an explanation text which will be displayed
in the school wall magazine.
 You have two weeks to finish your task.
Specific instructions:
 Create your own group which consists of four or five people

 Choose a topic related to natural phenomena or social occurence.
 The topic should be an explanation of why something occurs or how something works.
 Compose an explanation based on the topic you have chosen.
 In your writings you need to include supporting information such as diagram, pictures, flowcharts or
graphic in order to strengthen your works.
 Create your work as interesting as possible
 Do consider the timing and the involvement of each member in fulfilling the project
 Be creative and active in doing your project.
 Display your work in school wall magazine.
RUBRIK PENILAIAN PROYEK
Nama proyek : Wall Magazine

Alokasi waktu : 4 x 45 menit ( 2 pertemuan)
Kelas : XI
Nama Anggota : 1.
2.
3.
4.
PENILAIAN KELOMPOK:
SKOR
ASPEK 1 2 3 4 5
Perencanaan
a. Pemilihan tema Catatan:
b. Pembagian tugas
c. Penjadwalan Skor diberikan dengan rentang
Pelaksanaan skor 1-5, dengan ketentuan
a. Keaktifan anggota semakin lengkap jawaban dan
b. Persiapan alat/ media/ bahan ketepatan dalam proses
c. Pengumpulan data pembuatan maka semakin tinggi
d. Keakuratan sumber
nilainya.
data/informasi
e. Analisa/pengolahan data
Nilai kesimpulan
f. Penarikan Kelompok = Jumlah perolehan skor
x100 %
Hasil
a. Sistematika penulisan/ laporan
b. Relevansi
c. Keaslian
d. Desain
e. Presentasi
f. Laporan tertulis
Total Skor 15
PENILAIAN INDIVIDU
No. Nama Siswa Aspek Skor Nilai Nilai

1 2 3 Tambahan Total
1 - keaktifan
- kerjasama
- tanggung jawab
- kepedulian
2 - keaktifan
- kerjasama
- tanggung jawab
- kepedulian
Total skor 6
Nilai Akhir Siswa = Jumlah perolehan skor kelompok + perolehan skor individu x100
%
PENILAIAN PORTFOLIO
Instructions:
 By the end of the semester, you will present a portfolio of selected materials reflecting your
academic experience within the English subject. The English portfolio serves as evidence of
your accomplishments, growth, and abilities over the subject.
 Think about the project and accomplishments that you would like to highlight in your
portfolio and that you have completed in each of your classes as well as project that you have
done outside of school.
 Collecting Material
- You should begin to keep all of your writing, essays, writings reports, including the
prompts/assignments from the teacher and the ’s comments on final drafts.
- For each project, identify one or more products that you would like to display
Products can also include :
- power point presentation
- videos
- pictures, photos
- short sound clips
- documents that may include personal reflections, peer assessments or self
assessment
-
 Selecting Representative Work
Decisions regarding what to include in the portfolio should be based on which pieces of
writing represent your best work.
 Timeline
You must submit your final portfolio tby the end of the final semester.
 Cover page
The portfolio can be titled “English Subject Portfolio”. The title page should also
include: 1) The student’s name
2) Date of portfolio submission
3) Titles of writing samples included in the portfolio
4) The teacher, subject, and semester for which each piece of writing was produced.
RUBRIK PENILAIAN PORTOFOLIO
Nama peserta didik :

Kelas :
Aspects Excellent (3) Satisfactory (2) Unsatisfactory(1)
Table of Contents  Table of Contents is complete  Table of Contents is present  No Table of Contents
and agrees with the locations of  One or two items are out of  Papers have a confusing
all work/artifacts order. arrangement
Items works/ artifacs include: All artifacs is concluded One or two artifacts are missing More than two artifacts are missing
 Papers/ writings
(personal letters, dialog,
exposition texts,)
 Pictures or video
 Formal and informal
invitations
 Written assignments
 Daily assessments
Organization  The portfolio is very  The portfolio is organized and is  The portfolio is unorganized
organized and is easy to somewhat easy to navigate. and difficult to navigate.
navigate.  Most of the items included  Items included do not relate
 The items included are address the overall goal of the to the overall goal of the
focused on addressing the portfolio to showcase the student portfolio to showcase the
overall goal of the portfolio work. student work.
to showcase the student work
Appearance  Outstanding in appearance  Contents are clean and neatly  Portfolio is not suitable for
• Suitable for presentation arranged presentation
• Cover is attractive and  Portfolio is in overall good  Artifacts are poorly
appropriate for the purpose condition displayed
• Personal identification is  Cover identification is  No identification on the
clear/neat. appropriate to portfolio purpose cover.
Reflection  All reflections are included  One reflection is missing or does  Two or more reflections are
 Reflections are well-written not support the chosen skill missing or do not support
and presented in final draft  Reflections are well-written and the chosen skill
form presented in final draft form  Student reflections reveal
 Reflections describe and  Reflections identify and describe some depth, with slightly
identify students’ growth their growth from experiences broader perspectives but are
from experiences and and learning both inside and not indicative of critical
learning both inside and outside of the classroom and thought and reflection.
outside of the classroom and encompass and display broader
encompass and display perspectives related to the
significantly changed integration of the point earning
perspectives about his/her experiences
understanding of complex
questions or challenges

Instrument

Diunggah oleh

Informasi Dokumen

Hak Cipta

Format Tersedia

Bagikan dokumen Ini

Bagikan atau Tanam Dokumen

Opsi Berbagi

Apakah menurut Anda dokumen ini bermanfaat?

Apakah konten ini tidak pantas?

Hak Cipta:

Format Tersedia

Instrument

Diunggah oleh

Hak Cipta:

Format Tersedia

ROKHAENI ROSPA

MATA PELAJARAN : BAHASA INGGRIS

KISI-KISI PENILAIAN OBYEKTIF

KISI-KISI SOAL PILIHAN GANDA

Disajikan sebuah teks

Disajikan sebuah teks

Disajikan sebuah kalimat,

Disajikan sebuah teks C3 9

Disajikan sebuah teks C4 10

1. What kind of text is “How Tsunami occurs?

2. Why did the author write such text?

3. The text mainly discuss about ….

5. Where do tsunamis mostly occur?

6. What does the writer think about tsunamis?

8. What does paragraph 2 tell us about ?

9. What is paragraph 1 called?

10. What tenses are mostly used in the text ?

Kompetensi Dasar IPK Materi Indikator Soal Level No. Soal

Disajikan sebuah teks

Disajikan sebuah teks

Disajikan sebuah teks

Disajikan sebuah teks C3 4

The formation of coal begins in areas of swampy wetlands where groundwater is near or slightly

Part A: Short Answer Questions

1. What kind of text is “How was coal formed?

1. How coal was formed ?

Kompetensi Dasar IPK Materi Indikator Soal Level No. Soal

4.8 menangkap makna secara

1. lay 2. produce 3. roast 4. crush 5. separate

6. press 7. place 8. grown 9. harvest 10. lay 11. remove

Kompetensi Dasar IPK Materi Indikator Soal Level No. Soal

4.8 menangkap makna secara

The Process of Making Chocolate

Similarities Differences Differences

Kompetensi Dasar IPK Materi Indikator Soal Level No. Soal

The moving wave begins travelling out

A tsunami is a large ocean wave that is

Most tsunamis are caused by earthquakes

As the stuck plate continues to

Energy accumulates in the

Kompetensi Dasar IPK Materi Indikator Soal Level No. Soal

4.8 menangkap makna secara

STATEMENTS TRUE FALSE

1 Explanations answer the questions on ‘how’ something works or

2 An example of natural explanation text would have a title like ‘How

3 An example of mechanical explanation text would be a short text

4 An explanation text begins with a sequence of explanation that

5 The first paragraph has a general statement that introduces or

6 The body of an explanation text consists of a series of sequenced

7 ‘Past tense” is used to describe actions involved in the process.  

8 Connectives such as first, then, after, finally, so, as a consequence

9 The use of passive voice is optional in explanations.  

10 Graphic organizers (GO) such as tables, charts and diagrams are

Multiple Choice Questions

Total skor 100

Nilai Siswa = Jumlah perolehan skor

Short Answer Questions

JAWABAN Kriteria SKOR

Nilai Siswa = Jumlah perolehan skor

Nilai Siswa = Jumlah perolehan skor

ISIAN (SENTENCE COMPLETION)

Nilai Siswa = Jumlah perolehan skor

Susunan gambar sesuai dengan deskripsinya 10

Susunan gambar tidak sesuai dengan deskripsinya 0